Autumn 2009 - 4 credits

Instructor

Course description

This class will introduce the major theories, methods, and applications in the science of learning, including simple stimulus learning, complex associative learning, and memory storage/retrieval, with a special emphasis on the biological basis of learning and memory.

Recommended readings

Grading

There will be 3 exams (worth 100 points each) with questions drawn from both the reading assignments and classroom discussions. For each test, the class average will be determined and adjusted to at least 70% (C). For example, if the class average is 65%, 5% will be added to all grades to bring the average up to 70%. Note that the average will never be adjusted down. Also, note that it is possible to end up with a score of higher than 100%. There will be no make-ups after test day. If a test is missed, you will receive a score of 0 for that test. However, there will be an optional comprehensive final exam. Your 3 highest test scores will be used to calculate your grade. Therefore, taking the final exam can only help your grade. Additionally, each student will write a paper on a topic of interest and present a talk on that topic (50 points paper / 5 points talk - details to be presented in class). Finally, 20 points will be assigned for classroom participation (attendance, discourse, not sleeping, etc – especially during the student presentations).

Grading Scale

378-420 90% A

336-377 80% B

294-335 70% C

252-293 60% D

0-251 ouch F

Study guide ("stuff that may be on the test")

CLASS 1

CLASS 2

definitions of "learning" and "memory”

relationship between learning and memory

biological basis

evidence of learning

behaviors that may appear to be "learning"

Tolman and Honzick (1930) latent learning

methods of studying learning / memory

behavioral

cognitive

neuropsychological

orienting response

habituation / sensitization

parametric features of habituation

classical (Pavlovian) conditioning

associative learning

predicting / measuring the relationship between stimuli

Rescorla-Wagner model

critical features of a classical conditioning experiment

CS

US

extinction

spontaneous recovery

generalization

discrimination

the role of contiguity

phobias

operant / intrumental conditioning

associative nature

Thorndike and "instrumental" learning

law of effect

stimulus-response learning

Skinner and "operant" learning

reinforcers

theories of reinforcement

brain centers important for "reward"

Premack principle

biofeedback

positive vs. negative reinforcers

primary vs. secondary reinforcers

punishers

positive vs. negative punishment

reinforcement schedules

continuous / partial

interval / ratio

interval / fixed

shaping

chaining

similarities and differences between classical and operant conditioning

CLASS 3

crash course in neurophysiology and neuroplasticity

neurotransmitters

synaptic relationships between neurons

polarized nature of cell membrane

post-synaptic potentials

excitatory

inhibitory

characteristics of the post-synaptic potential

axonal / dendritic relationships

role of the axon hillock

ion channels at the hillock

action potential characteristics

result of an action potential

refractory period

biological models of learning / memory in the Aplysia snail

neuronal circuit for the gill withdrawal reflex

habituation

behavioral habituation (and dis-habituation) of the reflex

presynaptic mechanism

postsynaptic mechanism

basis of short-term memory (function)

basis of long-term memory (structure)

basis of "forgetting"

sensitization

behavioral sensitization of the reflex

addition of facilitating interneurons to the circuit

presynaptic mechanism

postsynaptic mechanism

basis of short-term memory (function)

basis of long-term memory (structure)

prevention of long-term memory formation

classical conditioning

same circuit as sensitization

associative learning due to temporal relationship of the stimuli (“activity dependent”)

CLASS 8

TEST

Disability accommodation

If you are registered with the Dean's office for disability accommodation, please see me as soon as possible to discuss any course accommodations that may be necessary. If you have a disability and wish accommodation, please visit the Dean’s Office of your school. See the Accommodation for Disability policy.